scholarly journals An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

10.28945/3617 ◽  
2016 ◽  
Vol 15 ◽  
pp. 195-222 ◽  
Author(s):  
Kumar Yelamarthi ◽  
Eron Drake ◽  
Matthew Prewett
Keyword(s):  
Instructional Design ◽  
Active Learning ◽  
Student Learning ◽  
Low Cost ◽  
First Year ◽  
Design Framework ◽  
Flipped Learning ◽  
Pedagogical Strategies ◽  
Technology Aids ◽  
Improve Student Learning

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

scholarly journals An interactive approach to learning economics: the WinEcon package

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Jean B. Soper ◽  
Alexander B. MacDonald
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
User Interaction ◽  
Teaching Staff ◽  
First Year ◽  
Learning Approach ◽  
Interactive Approach ◽  
Textual Information ◽  
Approach To Learning ◽  
Technological Developments

Under the TLTP initiative, the Economics Consortium is developing an interactive computerbased learning package called WinEcon. The package is directed at first-year economics undergraduates, particularly those taking economics as a supplementary course. Using recent technological developments, the aim is both to facilitate a further increase in student numbers without a proportionate increase in teaching staff, and to provide a better method of student learning. Some key elements of WinEcon are set out in this paper and demonstrated by screens produced at Leicester University. Methods of presenting textual information that give the user control over accessing it are described. For learning difficult concepts, a visual active learning approach is discussed. It involves user interaction and step-by-step analysis. The importance of flexibility and choice is emphasized, and the capacity of the computer to assist in deepening and consolidating learning is shown.DOI:10.1080/0968776940020103

scholarly journals PENERAPAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE QUIZ TEAM TERHADAP HASIL BELAJAR SISWA (Penelitian Eksperimen Quasi Pada Mata Pelajaran Ekonomi Kelas X di SMA Negeri 1 Gegesik Kabupaten Cirebon)

2021 ◽  
Vol 7 (2) ◽  
pp. 71-79
Author(s):  
Poy Saefullah Zevender
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Comparative Approach ◽  
Quasi Experimental ◽  
Approach Method ◽  
Positive Effect ◽  
Improve Student Learning

One of the main problems in formal learning is the low absorption of students because the learning process is still using the conventional model. The expected goal and contained in this study is to find out how students respond to economics subjects with the application of the quiz team type active learning learning model, to find out whether there are differences in learning outcomes in economics subjects between students who use or get the application of the quiz team type of active learning learning model and students who do not use or get the application of the quiz team type of active learning learning model, to find out whether the application of the quiz type of active learning learning model team influence on student learning outcomes in economic subjects. The research that the author has used is quasi-experimental. While the approach method that the author uses in this study is an experimental approach or a comparative approach, because in this study, the authors compare between two classes, one class using the application of an active learning learning model and the other using a conventional learning model. The results showed that there was an effect of the active learning model on student learning outcomes. This is evidenced by the average final test scores obtained from the two groups, namely 79.12 for the experimental class and 70.35 for the control class. To see the magnitude of the effect, the R Square value of 0.626 means that active learning learning type quiz team has a positive effect of 67% on student learning outcomes. Thus, it can be concluded that economic learning with the application of the quiz team type of active learning learning model can effectively improve student learning outcomes. Keywords: quasi-experimental research, active learning model type quiz team, learning outcomes.

scholarly journals Peningkatan Hasil Belajar PPKn Melalui Strategi Pembelajaran Aktif Tipe Giving Question and Getting Answer Pada Peserta Didik Kelas V Sekolah Dasar

2020 ◽  
Vol 3 (4) ◽  
pp. 573
Author(s):  
Riza Selvinia
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Strategy Type ◽  
Class Average ◽  
Active Learning Strategy ◽  
Academic Year ◽  
Improve Student Learning

<p><em>The purpose of this research was to improve student learning outcomes in PPKn grade V elementary schools with <em> active learning strategy type Giving Question and Getting Answer (GQGA) </em>. The research conducted was a Classroom Action Research (PTK) with three cycles, with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting is carried out formative test to determine the progress of students. In the first cycle the students who completed after carrying out the formative test were 70% </em>and a class average 70<em>. In the second cycle students who completed after carrying out the formative test were 82,5% dan </em>a class average <em>77. In the third cycle students who completed after carrying out formative test were 100% and a class average 81,75. These results indicate that <em>active learning strategy type giving question and getting answer (GQGA) </em>can improve student learning outcomes, especially grade V PPKn at SD Negeri 04 Serang academic year 2019/2020.</em></p>

scholarly journals Active Learning to Improve Student Learning Experiences in an Online Postgraduate Course

2020 ◽  
Vol 5 ◽  
Author(s):  
Séverine Lamon ◽  
Olivia Knowles ◽  
Ashlee Hendy ◽  
Ian Story ◽  
Judy Currey
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Experiences ◽  
Improve Student Learning ◽  
Student Learning Experiences

The Vulnerability Paradox: Strengthening Trust in the Classroom

2020 ◽  
pp. 237929812097836
Author(s):  
Alexander C. Romney ◽  
Daniel V. Holland
Keyword(s):  
Student Learning ◽  
Pedagogical Strategies ◽  
Improve Student Learning

Teachers often struggle with determining how vulnerable to make themselves in the classroom. Many teachers intuitively desire to exude strength and confidence in their teaching and view vulnerability as a hindrance to that aim. However, there exists a vulnerability paradox: the more vulnerable teachers make themselves, the stronger students’ trust in teachers becomes. Drawing upon research on trust, we provide important insights for teachers to consider regarding how vulnerability can generate trust and in turn improve student learning. We then introduce three pedagogical strategies that teachers can use to demonstrate vulnerability, thereby engendering greater trust in the classroom.

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